Does anyone have general stats on the following items (or similar items) to help "paint" the current status and how this technology will make a difference?
I have seen/heard blanket statements, but I don't have real data to back it up.
*Why not just use Google? *
*How do teachers find resources and how long so they spend finding them?*
- searching on Internet
- collaboration meetings for teachers
- following social media
- "water cooler" discussions
- conferences
*If they do not search for new materials, why and what impact does that have on the student outcomes?*
*What are some of the challenges with identifying curriculum? *Time it takes to make sure resources match standards, determine if they are quality resources, figure out how to integrate them into the class, match it up to an assessment, etc.
Great questions. Learning Registry is not designed to replace Google of course. Anyone who can find what they are looking for on Google should continue to use Google.
The primary issue Learning Registry is addressing is that there are many teaching/learning communities on the internet beyond Google and those systems do themselves a disservice by not sharing data between these systems. For example, Florida's CPALMS teacher portal and California's Brokers of Expertise sites both have useful content on them, and provide ways to access content, communities and other information in ways that Google does not. However, users of CPALMS do not have access to information that is on Brokers of Expertise and vice versa. Learning Registry is designed to let these systems connect with each other in ways that make sense for the users of each site.
Concretely, if Brokers of Expertise has Common Core standards alignment information about a number of resources, these alignments can shared into LR and other sites like CPALMS can show that information on their sites. This means each site has to do less work than before in terms of curating and managing the data on the site.
Does this help point the way in terms of why we are working on the Learning Registry project? It is not designed to replace a search engine, nor to replace existing teacher portals and learning object repositories. It is designed to make each of these more effective by sharing information that is traditionally locked up inside the "dark web" of each site.
> Does anyone have general stats on the following items (or similar > items) to help "paint" the current status and how this technology will > make a difference?
> I have seen/heard blanket statements, but I don't have real data to > back it up.
> *Why not just use Google? *
> *How do teachers find resources and how long so they spend finding them?*
> - searching on Internet
> - collaboration meetings for teachers
> - following social media
> - "water cooler" discussions
> - conferences
> *If they do not search for new materials, why and what impact does > that have on the student outcomes?*
> *What are some of the challenges with identifying curriculum? *Time it > takes to make sure resources match standards, determine if they are > quality resources, figure out how to integrate them into the class, > match it up to an assessment, etc.
> -- > ---
> This message is posted from the Google Groups "LearningRegistry" > group. More information about the Learning Registry project can be > found at http://learningregistry.org/
You may want to take a look at Project Tomorrow's annual Speak Up surveys. They survey teachers and students and I believe they have had questions about resource discovery for the past few years.
Peter Pinch | Production Manager, OpenCourseWare
Massachusetts Institute of Technology
One Broadway, 8th Floor | Cambridge MA 02142
T 617.253.6256 | C 617.652.0183
From: natasha telger <telgernata...@gmail.com<mailto:telgernata...@gmail.com>>
Reply-To: <learningregistry@googlegroups.com<mailto:learningregistry@googlegroups.com >>
Date: Tuesday, May 22, 2012 4:16 PM
To: <learningregistry@googlegroups.com<mailto:learningregistry@googlegroups.com >>
Subject: [learningregistry] Data to show how this technology will make a difference
Does anyone have general stats on the following items (or similar items) to help"paint" the current status and how this technology will make a difference?
I have seen/heard blanket statements, but I don't have real data to back it up.
Why not just use Google?
How do teachers find resources and how long so they spend finding them?
- searching on Internet
- collaboration meetings for teachers
- following social media
- "water cooler" discussions
- conferences
If they do not search for new materials, why and what impact does that have on the student outcomes?
What are some of the challenges with identifying curriculum? Time it takes to make sure resources match standards, determine if they are qualityresources, figure out how to integrate them into the class, match it up to an assessment, etc.
--
---
This message is posted from the Google Groups "LearningRegistry" group. More information about the Learning Registry project can be found at http://learningregistry.org/
To post: learningregistry@googlegroups.com<mailto:learningregistry@googlegroups.com>
To unsubscribe: learningregistry+unsubscribe@googlegroups.com<mailto:learningregistry+unsub scribe@googlegroups.com>
For more options, visit this group at
http://groups.google.com/group/learningregistry?hl=en?hl=en
Thank you and I understand. I am putting together an inforgraphic and wanted to show how the LR is a benefit to teachers. I included some example such as leveraging resources by sharing/searching open education resources for a specific topic (from different schools, districts, and states), save time by finding open education resources that are already aligned with specific standards, get the perspective of other professionals by looking at reviews and rating, etc.
On Sunday, May 27, 2012 7:31:12 PM UTC-5, Steve Midgley wrote: > Hi,
> Great questions. Learning Registry is not designed to replace Google of > course. Anyone who can find what they are looking for on Google should > continue to use Google.
> The primary issue Learning Registry is addressing is that there are many > teaching/learning communities on the internet beyond Google and those > systems do themselves a disservice by not sharing data between these > systems. For example, Florida's CPALMS teacher portal and California's > Brokers of Expertise sites both have useful content on them, and provide > ways to access content, communities and other information in ways that > Google does not. However, users of CPALMS do not have access to information > that is on Brokers of Expertise and vice versa. Learning Registry is > designed to let these systems connect with each other in ways that make > sense for the users of each site.
> Concretely, if Brokers of Expertise has Common Core standards alignment > information about a number of resources, these alignments can shared into > LR and other sites like CPALMS can show that information on their sites. > This means each site has to do less work than before in terms of curating > and managing the data on the site.
> Does this help point the way in terms of why we are working on the > Learning Registry project? It is not designed to replace a search engine, > nor to replace existing teacher portals and learning object repositories. > It is designed to make each of these more effective by sharing information > that is traditionally locked up inside the "dark web" of each site.
> Steve
> On 5/22/2012 1:16 PM, natasha telger wrote:
> Does anyone have general stats on the following items (or similar items) > to help "paint" the current status and how this technology will make a > difference?
> I have seen/heard blanket statements, but I don't have real data to back > it up.
> *Why not just use Google? *
> *How do teachers find resources and how long so they spend finding them?*
> - searching on Internet
> - collaboration meetings for teachers
> - following social media
> - "water cooler" discussions
> - conferences
> *If they do not search for new materials, why and what impact does that > have on the student outcomes?*
> *What are some of the challenges with identifying curriculum? *Time it > takes to make sure resources match standards, determine if they are quality > resources, figure out how to integrate them into the class, match it up to > an assessment, etc.
> -- > --- > This message is posted from the Google Groups "LearningRegistry" group. > More information about the Learning Registry project can be found at > http://learningregistry.org/
On Tuesday, May 22, 2012 3:16:01 PM UTC-5, natasha telger wrote: > Does anyone have general stats on the following items (or similar items) > to help "paint" the current status and how this technology will make a > difference?
> I have seen/heard blanket statements, but I don't have real data to back > it up.
> *Why not just use Google? *
> *How do teachers find resources and how long so they spend finding them?*
> - searching on Internet
> - collaboration meetings for teachers
> - following social media
> - "water cooler" discussions
> - conferences
> *If they do not search for new materials, why and what impact does that > have on the student outcomes?*
> *What are some of the challenges with identifying curriculum? *Time it > takes to make sure resources match standards, determine if they are quality > resources, figure out how to integrate them into the class, match it up to > an assessment, etc.
Hi Natasha,
Will you post the infographic? I've found it challenging to get people to
understand the benefits of the Learning Registry. A good graphic would help.
Thanks,
Erick
On Wed, May 30, 2012 at 8:50 AM, natasha telger <telgernata...@gmail.com>wrote:
> Thank you and I understand. I am putting together an inforgraphic and
> wanted to show how the LR is a benefit to teachers. I included some
> example such as leveraging resources by sharing/searching open education
> resources for a specific topic (from different schools, districts, and
> states), save time by finding open education resources that are already
> aligned with specific standards, get the perspective of other professionals
> by looking at reviews and rating, etc.
> Thank you and I always appreciate your responses.
> On Sunday, May 27, 2012 7:31:12 PM UTC-5, Steve Midgley wrote:
>> Hi,
>> Great questions. Learning Registry is not designed to replace Google of
>> course. Anyone who can find what they are looking for on Google should
>> continue to use Google.
>> The primary issue Learning Registry is addressing is that there are many
>> teaching/learning communities on the internet beyond Google and those
>> systems do themselves a disservice by not sharing data between these
>> systems. For example, Florida's CPALMS teacher portal and California's
>> Brokers of Expertise sites both have useful content on them, and provide
>> ways to access content, communities and other information in ways that
>> Google does not. However, users of CPALMS do not have access to information
>> that is on Brokers of Expertise and vice versa. Learning Registry is
>> designed to let these systems connect with each other in ways that make
>> sense for the users of each site.
>> Concretely, if Brokers of Expertise has Common Core standards alignment
>> information about a number of resources, these alignments can shared into
>> LR and other sites like CPALMS can show that information on their sites.
>> This means each site has to do less work than before in terms of curating
>> and managing the data on the site.
>> Does this help point the way in terms of why we are working on the
>> Learning Registry project? It is not designed to replace a search engine,
>> nor to replace existing teacher portals and learning object repositories.
>> It is designed to make each of these more effective by sharing information
>> that is traditionally locked up inside the "dark web" of each site.
>> Steve
>> On 5/22/2012 1:16 PM, natasha telger wrote:
>> Does anyone have general stats on the following items (or similar
>> items) to help "paint" the current status and how this technology will make
>> a difference?
>> I have seen/heard blanket statements, but I don't have real data to back
>> it up.
>> *Why not just use Google? *
>> *How do teachers find resources and how long so they spend finding them?*
>> - searching on Internet
>> - collaboration meetings for teachers
>> - following social media
>> - "water cooler" discussions
>> - conferences
>> *If they do not search for new materials, why and what impact does that
>> have on the student outcomes?*
>> *What are some of the challenges with identifying curriculum? *Time it
>> takes to make sure resources match standards, determine if they are quality
>> resources, figure out how to integrate them into the class, match it up to
>> an assessment, etc.
>> --
>> ---
>> This message is posted from the Google Groups "LearningRegistry" group.
>> More information about the Learning Registry project can be found at
>> http://learningregistry.org/
>> --
> ---
> This message is posted from the Google Groups "LearningRegistry" group.
> More information about the Learning Registry project can be found at
> http://learningregistry.org/
+1 to Erick's comment, this would be a great communication piece and very
helpful - I would also use this to help others get up to speed with the LR
concepts.
On Wed, May 30, 2012 at 10:09 AM, Erick Emde
<ericke...@emdeconsulting.com>wrote:
> Hi Natasha,
> Will you post the infographic? I've found it challenging to get people to
> understand the benefits of the Learning Registry. A good graphic would help.
> Thanks,
> Erick
> On Wed, May 30, 2012 at 8:50 AM, natasha telger <telgernata...@gmail.com>wrote:
>> Thank you and I understand. I am putting together an inforgraphic and
>> wanted to show how the LR is a benefit to teachers. I included some
>> example such as leveraging resources by sharing/searching open education
>> resources for a specific topic (from different schools, districts, and
>> states), save time by finding open education resources that are already
>> aligned with specific standards, get the perspective of other professionals
>> by looking at reviews and rating, etc.
>> Thank you and I always appreciate your responses.
>> On Sunday, May 27, 2012 7:31:12 PM UTC-5, Steve Midgley wrote:
>>> Hi,
>>> Great questions. Learning Registry is not designed to replace Google of
>>> course. Anyone who can find what they are looking for on Google should
>>> continue to use Google.
>>> The primary issue Learning Registry is addressing is that there are many
>>> teaching/learning communities on the internet beyond Google and those
>>> systems do themselves a disservice by not sharing data between these
>>> systems. For example, Florida's CPALMS teacher portal and California's
>>> Brokers of Expertise sites both have useful content on them, and provide
>>> ways to access content, communities and other information in ways that
>>> Google does not. However, users of CPALMS do not have access to information
>>> that is on Brokers of Expertise and vice versa. Learning Registry is
>>> designed to let these systems connect with each other in ways that make
>>> sense for the users of each site.
>>> Concretely, if Brokers of Expertise has Common Core standards alignment
>>> information about a number of resources, these alignments can shared into
>>> LR and other sites like CPALMS can show that information on their sites.
>>> This means each site has to do less work than before in terms of curating
>>> and managing the data on the site.
>>> Does this help point the way in terms of why we are working on the
>>> Learning Registry project? It is not designed to replace a search engine,
>>> nor to replace existing teacher portals and learning object repositories.
>>> It is designed to make each of these more effective by sharing information
>>> that is traditionally locked up inside the "dark web" of each site.
>>> Steve
>>> On 5/22/2012 1:16 PM, natasha telger wrote:
>>> Does anyone have general stats on the following items (or similar
>>> items) to help "paint" the current status and how this technology will make
>>> a difference?
>>> I have seen/heard blanket statements, but I don't have real data to back
>>> it up.
>>> *Why not just use Google? *
>>> *How do teachers find resources and how long so they spend finding them?
>>> *
>>> - searching on Internet
>>> - collaboration meetings for teachers
>>> - following social media
>>> - "water cooler" discussions
>>> - conferences
>>> *If they do not search for new materials, why and what impact does that
>>> have on the student outcomes?*
>>> *What are some of the challenges with identifying curriculum? *Time it
>>> takes to make sure resources match standards, determine if they are quality
>>> resources, figure out how to integrate them into the class, match it up to
>>> an assessment, etc.
>>> --
>>> ---
>>> This message is posted from the Google Groups "LearningRegistry" group.
>>> More information about the Learning Registry project can be found at
>>> http://learningregistry.org/
>>> --
>> ---
>> This message is posted from the Google Groups "LearningRegistry" group.
>> More information about the Learning Registry project can be found at
>> http://learningregistry.org/
> --
> ---
> This message is posted from the Google Groups "LearningRegistry" group.
> More information about the Learning Registry project can be found at
> http://learningregistry.org/
> Hi Natasha,
> Will you post the infographic? I've found it challenging to get people to
> understand the benefits of the Learning Registry. A good graphic would help.
> Thanks,
> Erick
> On Wed, May 30, 2012 at 8:50 AM, natasha telger <telgernata...@gmail.com>wrote:
>> Thank you and I understand. I am putting together an inforgraphic and
>> wanted to show how the LR is a benefit to teachers. I included some
>> example such as leveraging resources by sharing/searching open education
>> resources for a specific topic (from different schools, districts, and
>> states), save time by finding open education resources that are already
>> aligned with specific standards, get the perspective of other professionals
>> by looking at reviews and rating, etc.
>> Thank you and I always appreciate your responses.
>> On Sunday, May 27, 2012 7:31:12 PM UTC-5, Steve Midgley wrote:
>>> Hi,
>>> Great questions. Learning Registry is not designed to replace Google of
>>> course. Anyone who can find what they are looking for on Google should
>>> continue to use Google.
>>> The primary issue Learning Registry is addressing is that there are many
>>> teaching/learning communities on the internet beyond Google and those
>>> systems do themselves a disservice by not sharing data between these
>>> systems. For example, Florida's CPALMS teacher portal and California's
>>> Brokers of Expertise sites both have useful content on them, and provide
>>> ways to access content, communities and other information in ways that
>>> Google does not. However, users of CPALMS do not have access to information
>>> that is on Brokers of Expertise and vice versa. Learning Registry is
>>> designed to let these systems connect with each other in ways that make
>>> sense for the users of each site.
>>> Concretely, if Brokers of Expertise has Common Core standards alignment
>>> information about a number of resources, these alignments can shared into
>>> LR and other sites like CPALMS can show that information on their sites.
>>> This means each site has to do less work than before in terms of curating
>>> and managing the data on the site.
>>> Does this help point the way in terms of why we are working on the
>>> Learning Registry project? It is not designed to replace a search engine,
>>> nor to replace existing teacher portals and learning object repositories.
>>> It is designed to make each of these more effective by sharing information
>>> that is traditionally locked up inside the "dark web" of each site.
>>> Steve
>>> On 5/22/2012 1:16 PM, natasha telger wrote:
>>> Does anyone have general stats on the following items (or similar
>>> items) to help "paint" the current status and how this technology will make
>>> a difference?
>>> I have seen/heard blanket statements, but I don't have real data to back
>>> it up.
>>> *Why not just use Google? *
>>> *How do teachers find resources and how long so they spend finding them?
>>> *
>>> - searching on Internet
>>> - collaboration meetings for teachers
>>> - following social media
>>> - "water cooler" discussions
>>> - conferences
>>> *If they do not search for new materials, why and what impact does that
>>> have on the student outcomes?*
>>> *What are some of the challenges with identifying curriculum? *Time it
>>> takes to make sure resources match standards, determine if they are quality
>>> resources, figure out how to integrate them into the class, match it up to
>>> an assessment, etc.
>>> --
>>> ---
>>> This message is posted from the Google Groups "LearningRegistry" group.
>>> More information about the Learning Registry project can be found at
>>> http://learningregistry.org/
>>> --
>> ---
>> This message is posted from the Google Groups "LearningRegistry" group.
>> More information about the Learning Registry project can be found at
>> http://learningregistry.org/
> --
> ---
> This message is posted from the Google Groups "LearningRegistry" group.
> More information about the Learning Registry project can be found at
> http://learningregistry.org/
I'd like to direct your attention to a piece that Ashley Lee of SRI and Joe Hobson of Navigation North put together on the value proposition of the Learning Registry for states.
> +1 to Erick's comment, this would be a great communication piece and > very helpful - I would also use this to help others get up to speed > with the LR concepts.
> On Wed, May 30, 2012 at 10:09 AM, Erick Emde > <ericke...@emdeconsulting.com <mailto:ericke...@emdeconsulting.com>> > wrote:
> Hi Natasha,
> Will you post the infographic? I've found it challenging to get
> people to understand the benefits of the Learning Registry. A good
> graphic would help.
> Thanks,
> Erick
> On Wed, May 30, 2012 at 8:50 AM, natasha telger
> <telgernata...@gmail.com <mailto:telgernata...@gmail.com>> wrote:
> Thank you and I understand. I am putting together an
> inforgraphic and wanted to show how the LR is a benefit to
> teachers. I included some example such as leveraging
> resources by sharing/searching open education resources for a
> specific topic (from different schools, districts, and
> states), save time by finding open education resources that
> are already aligned with specific standards, get the
> perspective of other professionals by looking at reviews and
> rating, etc.
> Thank you and I always appreciate your responses.
> On Sunday, May 27, 2012 7:31:12 PM UTC-5, Steve Midgley wrote:
> Hi,
> Great questions. Learning Registry is not designed to
> replace Google of course. Anyone who can find what they
> are looking for on Google should continue to use Google.
> The primary issue Learning Registry is addressing is that
> there are many teaching/learning communities on the
> internet beyond Google and those systems do themselves a
> disservice by not sharing data between these systems. For
> example, Florida's CPALMS teacher portal and California's
> Brokers of Expertise sites both have useful content on
> them, and provide ways to access content, communities and
> other information in ways that Google does not. However,
> users of CPALMS do not have access to information that is
> on Brokers of Expertise and vice versa. Learning Registry
> is designed to let these systems connect with each other
> in ways that make sense for the users of each site.
> Concretely, if Brokers of Expertise has Common Core
> standards alignment information about a number of
> resources, these alignments can shared into LR and other
> sites like CPALMS can show that information on their
> sites. This means each site has to do less work than
> before in terms of curating and managing the data on the site.
> Does this help point the way in terms of why we are
> working on the Learning Registry project? It is not
> designed to replace a search engine, nor to replace
> existing teacher portals and learning object repositories.
> It is designed to make each of these more effective by
> sharing information that is traditionally locked up inside
> the "dark web" of each site.
> Steve
> On 5/22/2012 1:16 PM, natasha telger wrote:
>> Does anyone have general stats on the following items (or
>> similar items) to help "paint" the current status and how
>> this technology will make a difference?
>> I have seen/heard blanket statements, but I don't have
>> real data to back it up.
>> *Why not just use Google? *
>> *How do teachers find resources and how long so they
>> spend finding them?*
>> - searching on Internet
>> - collaboration meetings for teachers
>> - following social media
>> - "water cooler" discussions
>> - conferences
>> *If they do not search for new materials, why and what
>> impact does that have on the student outcomes?*
>> *What are some of the challenges with identifying
>> curriculum? *Time it takes to make sure resources match
>> standards, determine if they are quality resources,
>> figure out how to integrate them into the class, match it
>> up to an assessment, etc.
>> -- >> ---
>> This message is posted from the Google Groups
>> "LearningRegistry" group. More information about the
>> Learning Registry project can be found at
>> http://learningregistry.org/
>> To post: learningregistry@googlegroups.com
>> <mailto:learningregistry@googlegroups.com>
>> To unsubscribe:
>> learningregistry+unsubscribe@googlegroups.com
>> <mailto:learningregistry+unsubscribe@googlegroups.com>
>> For more options, visit this group at
>> http://groups.google.com/group/learningregistry?hl=en?hl=en
> -- > ---
> This message is posted from the Google Groups
> "LearningRegistry" group. More information about the Learning
> Registry project can be found at http://learningregistry.org/
> To post: learningregistry@googlegroups.com
> <mailto:learningregistry@googlegroups.com>
> To unsubscribe: learningregistry+unsubscribe@googlegroups.com
> <mailto:learningregistry%2Bunsubscribe@googlegroups.com>
> For more options, visit this group at
> http://groups.google.com/group/learningregistry?hl=en?hl=en
> -- > ---
> This message is posted from the Google Groups "LearningRegistry"
> group. More information about the Learning Registry project can be
> found at http://learningregistry.org/
> To post: learningregistry@googlegroups.com
> <mailto:learningregistry@googlegroups.com>
> To unsubscribe: learningregistry+unsubscribe@googlegroups.com
> <mailto:learningregistry%2Bunsubscribe@googlegroups.com>
> For more options, visit this group at
> http://groups.google.com/group/learningregistry?hl=en?hl=en
> -- > ---
> This message is posted from the Google Groups "LearningRegistry" > group. More information about the Learning Registry project can be > found at http://learningregistry.org/
________________________________
This email may contain material that is confidential or proprietary to PBS and is intended solely for use by the intended recipient. Any review, reliance or distribution of such material by others, or forwarding of such material without express permission, is strictly prohibited. If you are not the intended recipient, please notify the sender and destroy all copies.
From: learningregistry@googlegroups.com [mailto:learningregistry@googlegroups.com] On Behalf Of Marie Bienkowski
Sent: Wednesday, May 30, 2012 11:44 AM
To: learningregistry@googlegroups.com
Subject: Re: [learningregistry] Data to show how this technology will make a difference
Hello everyone,
I'd like to direct your attention to a piece that Ashley Lee of SRI and Joe Hobson of Navigation North put together on the value proposition of the Learning Registry for states.
I think that this will be of some help; please let us know.
Marie
On 5/30/12 7:47 AM, Jason Hoekstra wrote:
+1 to Erick's comment, this would be a great communication piece and very helpful - I would also use this to help others get up to speed with the LR concepts.
On Wed, May 30, 2012 at 10:09 AM, Erick Emde <ericke...@emdeconsulting.com<mailto:ericke...@emdeconsulting.com>> wrote:
Hi Natasha,
Will you post the infographic? I've found it challenging to get people to understand the benefits of the Learning Registry. A good graphic would help.
Thanks,
Erick
On Wed, May 30, 2012 at 8:50 AM, natasha telger <telgernata...@gmail.com<mailto:telgernata...@gmail.com>> wrote:
Thank you and I understand. I am putting together an inforgraphic and wanted to show how the LR is a benefit to teachers. I included some example such as leveraging resources by sharing/searching open education resources for a specific topic (from different schools, districts, and states), save time by finding open education resources that are already aligned with specific standards, get the perspective of other professionals by looking at reviews and rating, etc.
Thank you and I always appreciate your responses.
On Sunday, May 27, 2012 7:31:12 PM UTC-5, Steve Midgley wrote:
Hi,
Great questions. Learning Registry is not designed to replace Google of course. Anyone who can find what they are looking for on Google should continue to use Google.
The primary issue Learning Registry is addressing is that there are many teaching/learning communities on the internet beyond Google and those systems do themselves a disservice by not sharing data between these systems. For example, Florida's CPALMS teacher portal and California's Brokers of Expertise sites both have useful content on them, and provide ways to access content, communities and other information in ways that Google does not. However, users of CPALMS do not have access to information that is on Brokers of Expertise and vice versa. Learning Registry is designed to let these systems connect with each other in ways that make sense for the users of each site.
Concretely, if Brokers of Expertise has Common Core standards alignment information about a number of resources, these alignments can shared into LR and other sites like CPALMS can show that information on their sites. This means each site has to do less work than before in terms of curating and managing the data on the site.
Does this help point the way in terms of why we are working on the Learning Registry project? It is not designed to replace a search engine, nor to replace existing teacher portals and learning object repositories. It is designed to make each of these more effective by sharing information that is traditionally locked up inside the "dark web" of each site.
Steve
On 5/22/2012 1:16 PM, natasha telger wrote:
Does anyone have general stats on the following items (or similar items) to help "paint" the current status and how this technology will make a difference?
I have seen/heard blanket statements, but I don't have real data to back it up.
Why not just use Google?
How do teachers find resources and how long so they spend finding them?
- searching on Internet
- collaboration meetings for teachers
- following social media
- "water cooler" discussions
- conferences
If they do not search for new materials, why and what impact does that have on the student outcomes?
What are some of the challenges with identifying curriculum? Time it takes to make sure resources match standards, determine if they are quality resources, figure out how to integrate them into the class, match it up to an assessment, etc.
--
---
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To post: learningregistry@googlegroups.com<mailto:learningregistry@googlegroups.com>
To unsubscribe: learningregistry+unsubscribe@googlegroups.com<mailto:learningregistry+unsub scribe@googlegroups.com>
For more options, visit this group at
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For more options, visit this group at
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To unsubscribe: learningregistry+unsubscribe@googlegroups.com<mailto:learningregistry%2Buns ubscribe@googlegroups.com>
For more options, visit this group at
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> ------------------------------------------------------------------------
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> *From:*learningregistry@googlegroups.com > [mailto:learningregistry@googlegroups.com] *On Behalf Of *Marie Bienkowski
> *Sent:* Wednesday, May 30, 2012 11:44 AM
> *To:* learningregistry@googlegroups.com
> *Subject:* Re: [learningregistry] Data to show how this technology > will make a difference
> Hello everyone,
> I'd like to direct your attention to a piece that Ashley Lee of SRI > and Joe Hobson of Navigation North put together on the value > proposition of the Learning Registry for states.
> I think that this will be of some help; please let us know.
> Marie
> On 5/30/12 7:47 AM, Jason Hoekstra wrote:
> +1 to Erick's comment, this would be a great communication piece and > very helpful - I would also use this to help others get up to speed > with the LR concepts.
> On Wed, May 30, 2012 at 10:09 AM, Erick Emde > <ericke...@emdeconsulting.com <mailto:ericke...@emdeconsulting.com>> > wrote:
> Hi Natasha,
> Will you post the infographic? I've found it challenging to get people > to understand the benefits of the Learning Registry. A good graphic > would help.
> Thanks,
> Erick
> On Wed, May 30, 2012 at 8:50 AM, natasha telger > <telgernata...@gmail.com <mailto:telgernata...@gmail.com>> wrote:
> Thank you and I understand. I am putting together an inforgraphic and > wanted to show how the LR is a benefit to teachers. I included some > example such as leveraging resources by sharing/searching open > education resources for a specific topic (from different schools, > districts, and states), save time by finding open education > resources that are already aligned with specific standards, get the > perspective of other professionals by looking at reviews and rating, etc.
> Thank you and I always appreciate your responses.
> On Sunday, May 27, 2012 7:31:12 PM UTC-5, Steve Midgley wrote:
> Hi,
> Great questions. Learning Registry is not designed to replace
> Google of course. Anyone who can find what they are looking for on
> Google should continue to use Google.
> The primary issue Learning Registry is addressing is that there
> are many teaching/learning communities on the internet beyond
> Google and those systems do themselves a disservice by not sharing
> data between these systems. For example, Florida's CPALMS teacher
> portal and California's Brokers of Expertise sites both have
> useful content on them, and provide ways to access content,
> communities and other information in ways that Google does not.
> However, users of CPALMS do not have access to information that is
> on Brokers of Expertise and vice versa. Learning Registry is
> designed to let these systems connect with each other in ways that
> make sense for the users of each site.
> Concretely, if Brokers of Expertise has Common Core standards
> alignment information about a number of resources, these
> alignments can shared into LR and other sites like CPALMS can show
> that information on their sites. This means each site has to do
> less work than before in terms of curating and managing the data
> on the site.
> Does this help point the way in terms of why we are working on the
> Learning Registry project? It is not designed to replace a search
> engine, nor to replace existing teacher portals and learning
> object repositories. It is designed to make each of these more
> effective by sharing information that is traditionally locked up
> inside the "dark web" of each site.
> Steve
> On 5/22/2012 1:16 PM, natasha telger wrote:
> Does anyone have general stats on the following items (or similar
> items) to help "paint" the current status and how this technology
> will make a difference?
> I have seen/heard blanket statements, but I don't have real data
> to back it up.
> *Why not just use Google? *
> *How do teachers find resources and how long so they spend finding
> them?*
> - searching on Internet
> - collaboration meetings for teachers
> - following social media
> - "water cooler" discussions
> - conferences
> *If they do not search for new materials, why and what impact does
> that have on the student outcomes?*
> *What are some of the challenges with identifying curriculum?
> *Time it takes to make sure resources match standards, determine
> if they are quality resources, figure out how to integrate them
> into the class, match it up to an assessment, etc.
> -- > ---
> This message is posted from the Google Groups "LearningRegistry"
> group. More information about the Learning Registry project can be
> found at http://learningregistry.org/
> To post: learningregistry@googlegroups.com
> <mailto:learningregistry@googlegroups.com>
> To unsubscribe: learningregistry+unsubscribe@googlegroups.com
> <mailto:learningregistry+unsubscribe@googlegroups.com>
> For more options, visit this group at
> http://groups.google.com/group/learningregistry?hl=en?hl=en
> -- > ---
> This message is posted from the Google Groups "LearningRegistry" > group. More information about the Learning Registry project can be > found at http://learningregistry.org/
> To post: learningregistry@googlegroups.com > <mailto:learningregistry@googlegroups.com>
> To unsubscribe: learningregistry+unsubscribe@googlegroups.com > <mailto:learningregistry%2Bunsubscribe@googlegroups.com>
> For more options, visit this group at
> http://groups.google.com/group/learningregistry?hl=en?hl=en
> -- > ---
> This message is posted from the Google Groups "LearningRegistry" > group. More information about the Learning Registry project can be > found at http://learningregistry.org/
> To post: learningregistry@googlegroups.com > <mailto:learningregistry@googlegroups.com>
> To unsubscribe: learningregistry+unsubscribe@googlegroups.com > <mailto:learningregistry%2Bunsubscribe@googlegroups.com>
> For more options, visit this group at
> http://groups.google.com/group/learningregistry?hl=en?hl=en
> -- > ---
> This message is posted from the Google Groups "LearningRegistry" > group. More information about the Learning Registry project can be > found at http://learningregistry.org/
> To post: learningregistry@googlegroups.com > <mailto:learningregistry@googlegroups.com>
> To unsubscribe: learningregistry+unsubscribe@googlegroups.com > <mailto:learningregistry+unsubscribe@googlegroups.com>
> For more options, visit this group at
> http://groups.google.com/group/learningregistry?hl=en?hl=en
> -- > ---
> This message is posted from the Google Groups "LearningRegistry" > group. More information about the Learning Registry project can be > found at http://learningregistry.org/
> To post: learningregistry@googlegroups.com > <mailto:learningregistry@googlegroups.com>
> To unsubscribe: learningregistry+unsubscribe@googlegroups.com > <mailto:learningregistry+unsubscribe@googlegroups.com>
> For more options, visit this group at
> http://groups.google.com/group/learningregistry?hl=en?hl=en
> -- > ---
> This message is posted from the Google Groups "LearningRegistry" > group. More information about the Learning Registry project can be > found at http://learningregistry.org/
> I'd like to direct your attention to a piece that Ashley Lee of SRI and
> Joe Hobson of Navigation North put together on the value proposition of the
> Learning Registry for states.
> I think that this will be of some help; please let us know.
> Marie
> On 5/30/12 7:47 AM, Jason Hoekstra wrote:
> +1 to Erick's comment, this would be a great communication piece and very
> helpful - I would also use this to help others get up to speed with the LR
> concepts.
> On Wed, May 30, 2012 at 10:09 AM, Erick Emde <ericke...@emdeconsulting.com
> > wrote:
>> Hi Natasha,
>> Will you post the infographic? I've found it challenging to get people to
>> understand the benefits of the Learning Registry. A good graphic would help.
>> Thanks,
>> Erick
>> On Wed, May 30, 2012 at 8:50 AM, natasha telger <telgernata...@gmail.com
>> > wrote:
>>> Thank you and I understand. I am putting together an inforgraphic and
>>> wanted to show how the LR is a benefit to teachers. I included some
>>> example such as leveraging resources by sharing/searching open education
>>> resources for a specific topic (from different schools, districts, and
>>> states), save time by finding open education resources that are already
>>> aligned with specific standards, get the perspective of other professionals
>>> by looking at reviews and rating, etc.
>>> Thank you and I always appreciate your responses.
>>> On Sunday, May 27, 2012 7:31:12 PM UTC-5, Steve Midgley wrote:
>>>> Hi,
>>>> Great questions. Learning Registry is not designed to replace Google of
>>>> course. Anyone who can find what they are looking for on Google should
>>>> continue to use Google.
>>>> The primary issue Learning Registry is addressing is that there are
>>>> many teaching/learning communities on the internet beyond Google and those
>>>> systems do themselves a disservice by not sharing data between these
>>>> systems. For example, Florida's CPALMS teacher portal and California's
>>>> Brokers of Expertise sites both have useful content on them, and provide
>>>> ways to access content, communities and other information in ways that
>>>> Google does not. However, users of CPALMS do not have access to information
>>>> that is on Brokers of Expertise and vice versa. Learning Registry is
>>>> designed to let these systems connect with each other in ways that make
>>>> sense for the users of each site.
>>>> Concretely, if Brokers of Expertise has Common Core standards alignment
>>>> information about a number of resources, these alignments can shared into
>>>> LR and other sites like CPALMS can show that information on their sites.
>>>> This means each site has to do less work than before in terms of curating
>>>> and managing the data on the site.
>>>> Does this help point the way in terms of why we are working on the
>>>> Learning Registry project? It is not designed to replace a search engine,
>>>> nor to replace existing teacher portals and learning object repositories.
>>>> It is designed to make each of these more effective by sharing information
>>>> that is traditionally locked up inside the "dark web" of each site.
>>>> Steve
>>>> On 5/22/2012 1:16 PM, natasha telger wrote:
>>>> Does anyone have general stats on the following items (or similar
>>>> items) to help "paint" the current status and how this technology will make
>>>> a difference?
>>>> I have seen/heard blanket statements, but I don't have real data to
>>>> back it up.
>>>> *Why not just use Google? *
>>>> *How do teachers find resources and how long so they spend finding
>>>> them?*
>>>> - searching on Internet
>>>> - collaboration meetings for teachers
>>>> - following social media
>>>> - "water cooler" discussions
>>>> - conferences
>>>> *If they do not search for new materials, why and what impact does
>>>> that have on the student outcomes?*
>>>> *What are some of the challenges with identifying curriculum? *Time it
>>>> takes to make sure resources match standards, determine if they are quality
>>>> resources, figure out how to integrate them into the class, match it up to
>>>> an assessment, etc.
>>>> --
>>>> ---
>>>> This message is posted from the Google Groups "LearningRegistry" group.
>>>> More information about the Learning Registry project can be found at
>>>> http://learningregistry.org/
>>>> --
>>> ---
>>> This message is posted from the Google Groups "LearningRegistry" group.
>>> More information about the Learning Registry project can be found at
>>> http://learningregistry.org/
>> --
>> ---
>> This message is posted from the Google Groups "LearningRegistry" group.
>> More information about the Learning Registry project can be found at
>> http://learningregistry.org/
> --
> ---
> This message is posted from the Google Groups "LearningRegistry" group.
> More information about the Learning Registry project can be found at
> http://learningregistry.org/
> --
> ---
> This message is posted from the Google Groups "LearningRegistry" group.
> More information about the Learning Registry project can be found at
> http://learningregistry.org/
On Tuesday, May 22, 2012 3:16:01 PM UTC-5, natasha telger wrote: > Does anyone have general stats on the following items (or similar items) > to help "paint" the current status and how this technology will make a > difference?
> I have seen/heard blanket statements, but I don't have real data to back > it up.
> *Why not just use Google? *
> *How do teachers find resources and how long so they spend finding them?*
> - searching on Internet
> - collaboration meetings for teachers
> - following social media
> - "water cooler" discussions
> - conferences
> *If they do not search for new materials, why and what impact does that > have on the student outcomes?*
> *What are some of the challenges with identifying curriculum? *Time it > takes to make sure resources match standards, determine if they are quality > resources, figure out how to integrate them into the class, match it up to > an assessment, etc.
